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Destino: Portugal
Destino: Portugal: Introdução Destino: Portugal Introdução Tarefa Processo Avaliação Conclusão Créditos Página do Professor Monográfico sobre Webquest Introdução Os estudantes poderão escolher uma reg...
 history_pub2000
re- late to their lives. i • Identifying the basic functions, structures and purposes of governments within the United States. • Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality...
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re- late to their lives. i • Identifying the basic functions, structures and purposes of governments within the United States. • Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportu- nity and equal protection of the law; freedom of speech and religion). • Defining criteria for selecting leaders at the school, com- munity, state, national and international levels. i H&SS7-8:15
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=4
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
Local <span class="highlight">Com</span>- prehensive Assessment Systems. The creation of GEs will provide more explicit guidance. GEs will: • provide a valuable resource for teachers and schools as they implement the Vermont Framework • relate directly to the Vermont Standards and associated evidences • differentiate performance on content knowledge or skills between adjacent grade clusters • lead to focused, coherent and developmentally appropriate instruction without narrowing the curriculum The purposes of the Vermont Framework
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=25
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
Vermont Department of Education (History & Social Sciences Grade Expectations) H&SS25 History and Social Sciences — History: Grouped with Vermont Standards 4.5, 4.6, 6.4, 6.5, 6.6 Grades 3-4 Grades 5-6 H&SS3-4:10 Students show understanding of past, present, and future time by… • Grouping historical events in the history of the local <span class="highlight">com</span>- munity and state by broadly defined eras . • Constructing time lines of significant historical develop- ments in the community and state, and identifying the
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=30
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
importance (e.g., Palestine; Moscow). • Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones and the effects of these on settlement patterns (e.g., Appalachian Mountain’s effect on westward movement; overgrazing; Palestinian/Israeli conflict). • Interpreting a variety of effective representations of the earth such as maps, globes, and photographs and project future changes (e.g., physical, political, topographic, <span class="highlight">com</span>- puter
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=41
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
for selecting leaders at the school, <span class="highlight">com</span>- munity, state, national and international levels. i Civics, Government, and Society
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=42
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
re- late to their lives. i • Identifying the basic functions, structures and purposes of governments within the United States. • Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportu- nity and equal protection of the law; freedom of speech and religion). • Defining criteria for selecting leaders at the school, <span class="highlight">com</span>- munity, state, national and international levels. i H&SS7-8:15
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=43
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
rights vs. <span class="highlight">com</span>- mon good, majority rule vs. protection of minority rights). i • Defining and analyzing the process for selecting leaders at state, national and international levels (e.g., analyzing pros and cons of the primary process; debating the necessity of the electoral college). i Civics, Government, and Society
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=45
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
people (e.g., reservations and Indian schools; Green Mountain Boys; treaties). H&SS3-4:17 Students examine how access to various institutions affects justice, reward, and power by… • Describing ways in which local institutions promote the <span class="highlight">com</span>- mon good (e.g., state police, library, recreation programs). H&SS5-6:16 Students examine how different societies address issues of human interdependence by… • Identifying a current or historic issue related to basic hu- man rights (e.g., civil rights; women’s
Massachusetts History and Social Science Curriculum Framework: August 2003
John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.com/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: ww...
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John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.com/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: www.loc.gov Massachusetts Council on Economic Education: www.economiced.org Massachusetts Geographic Alliance: www.massgeo.org Massachusetts Studies Project: www.msp.umb.edu Meru Education Foundation: www.merufoundation.org
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=106
www.doe.mass.edu/frameworks/hss/final.pdf#page=106
John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.<span class="highlight">com</span>/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: www.loc.gov Massachusetts Council on Economic Education: www.economiced.org Massachusetts Geographic Alliance: www.massgeo.org Massachusetts Studies Project: www.msp.umb.edu Meru Education Foundation: www.merufoundation.org
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democracy. � Identify how the political ideas of the Enlightenment and the ideas of religion afected the founders of the United States. � Define sovereignty and consent of the governed. � Describe separation of powers, federalism, and checks and balance. � Com...
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democracy. � Identify how the political ideas of the Enlightenment and the ideas of religion afected the founders of the United States. � Define sovereignty and consent of the governed. � Describe separation of powers, federalism, and checks and balance. � Com pare the Declaration of Independence and “Comon Sense.” 12.3.3 Students will analyze the significance of amendments to the United States Constitution. Example Indicators: � Identify factors, e.g., the conflicts they addressed and the
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http://www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf#page=28
www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf...
democracy. � Identify how the political ideas of the Enlightenment and the ideas of religion afected the founders of the United States. � Define sovereignty and consent of the governed. � Describe separation of powers, federalism, and checks and balance. � <span class="highlight">Com</span> pare the Declaration of Independence and “Comon Sense.” 12.3.3 Students will analyze the significance of amendments to the United States Constitution. Example Indicators: � Identify factors, e.g., the conflicts they addressed and the
Content Standards-Social Studies
and the rights of others. 6. describe factors that cause conflict and contribute to cooperation among indi- viduals and groups (e.g., playground is- sues, misunderstandings, listening skills, taking turns). 7. explore the role of technology in com- munications, transportation, information pro...
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and the rights of others. 6. describe factors that cause conflict and contribute to cooperation among indi- viduals and groups (e.g., playground is- sues, misunderstandings, listening skills, taking turns). 7. explore the role of technology in com- munications, transportation, information processing or other areas as it contrib- utes to or helps resolve problems. 1. describe the purpose of government and how the powers of government are ac- quired, maintained and used. 2. identify and describe basic features
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http://www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=3
www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=3
and the rights of others. 6. describe factors that cause conflict and contribute to cooperation among indi- viduals and groups (e.g., playground is- sues, misunderstandings, listening skills, taking turns). 7. explore the role of technology in <span class="highlight">com</span>- munications, transportation, information processing or other areas as it contrib- utes to or helps resolve problems. 1. describe the purpose of government and how the powers of government are ac- quired, maintained and used. 2. identify and describe basic features
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http://www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=4
www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=4
—End of Grade 12 1. identify and use various representations of the Earth (e.g., maps, globes, photo- graphs, latitude and longitude, scale). 2. locate on a map or globe physical fea- tures (e.g., continents, oceans, mountain ranges, land forms) natural features (e.g., flora, fauna) and human features (e.g., cit- ies, states, national borders). 3. describe and illustrate ways in which people interact with their physical envi- ronment (e.g., land use, location of <span class="highlight">com</span>- munities, methods of construction, design
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http://www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=6
www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=6
and governments). 6. analyze the influences of technological ad- vancements (e.g., machinery, internet, genet- ics) on household, state, national and global economies. 1. analyze the impact that supply and de- mand, scarcity, prices, incentives, <span class="highlight">com</span>- petition, and profits influence what is produced and distributed in various eco- nomic systems. 2. use basic economic concepts (e.g., pro- duction, distribution, consumption, market economy and command economy) to compare and contrast lo- cal, regional, national
Social Studies Booklet
be working with teachers throughout the state to create performance standards which will include performance indica- tors, student work, and teacher com- mentary. If you have questions, con- cerns, or comments about the Social Studies Content Standards or are inter- ested in helping to creat...
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be working with teachers throughout the state to create performance standards which will include performance indica- tors, student work, and teacher com- mentary. If you have questions, con- cerns, or comments about the Social Studies Content Standards or are inter- ested in helping to create the perfor- mance standards, please contact Mary Anne Soboleski, Educational Specialist for Social Studies at (phone) 394-1333, (fax) 394-1304 (email) Mary_Anne_Soboleski@notes. k12.hi.us or maryan@hgea.org. 16 About
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=2
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
Social Studies education in Hawai‘i must not only ensure our students’ development as active and responsible citizens of the community, nation, and world but it must also enable the main- tenance of the unique lifestyle that is Hawai‘i. A democratic society expects participation, volunteerism, and community problem solving and it requires citizens who can work, <span class="highlight">com</span>- municate, and empower all Americans. Therefore, the Social Studies standards integrate and encompass character edu- cation, democratic
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=16
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
be working with teachers throughout the state to create performance standards which will include performance indica- tors, student work, and teacher <span class="highlight">com</span>- mentary. If you have questions, con- cerns, or comments about the Social Studies Content Standards or are inter- ested in helping to create the perfor- mance standards, please contact Mary Anne Soboleski, Educational Specialist for Social Studies at (phone) 394-1333, (fax) 394-1304 (email) Mary_Anne_Soboleski@notes. k12.hi.us or maryan@hgea.org. 16 About
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